LESSON 1 MODULE

PRELIM
GENDER AND SEXUALITY AS A SOCIAL REALITY
SEX, GENDER AND SEXUALITY
Lesson Objectives:
When you finish reading this chapter, you should be able to:
● Differentiate sex, gender, and sexuality;
● Discuss the implication of these differences; and
● Contemplate your own sexuality and the importance of appreciating sexual diversity.

Definition of Terms:
Sex- the biological aspect of sex; maleness or femaleness Gender- the social interpretation
of sex; masculinity, femininity, etc.
Sexuality- the totality of our own experience of our sex and gender
Sex chromosomes- chromosomal markers that distinguish females (XX) from male (XY)
species
Intersex- individual with composite genitals (possessing some characteristics of both male
and female genitals)
Introduction

What does it mean to be a male or a female, to be feminine or masculine, or to be man or woman? The human mind and body are complex such that to answer
this question we have to trace our journey from the moment we were born, and go back to the journey we humans have across the life [Link] thing you need
to understand is the complexities of differentiating sex, gender, and sexuality. Having a clear grasp of these concepts is crucial since we will be using these terms
over and over again in succeeding discussion. Likewise, there are nuances in the meanings of these terms, which have an implication on at which context we can
appropriately use [Link], as we start our discussion of gender and sexuality as social realities, we also want to understand how a person’s gender is
expressed from birth to adulthood. Our ultimate goal is to foster understanding of the diversity of how humans experience and express their sexuality.

SEX
Sex is the biological dimension of your gender and sexuality. Also referred to as biological sex or physical sex, the term generally pertains to your identity
depending on your sexual anatomy and physiology- the parts of your body that are relevant to reproduction and the function of these parts. Sex is typically
determined by examining your genitals; these are external organs that are associated with reproduction, the process or the ability to create offspring. Among
humans, sex is often assigned at birth. If at birth, a child is observed to have a penis and testicles, then the child is categorized as male. If on the other hand, a
child is observed to have a vagina, then the child is categorized as female. However, there are cases when the baby’s genitals appear to be a conglomerate of
male and female organs such that it may be difficult to classify the baby’s sex without further examination. In the past, this condition was referred to as
hermaphroditism (from Hermes, a male Greek god, and Aphrodite, a female Greek goddess). In modern times, the term intersexuality is a naturally occurring
variation in humans and animals (in 1,500 births) according to the American Psychological Association (APA) (2006). Since it may be difficult to distinguish
biological sex by merely examining the genitals, there are other biological markers used. For instance, your chromosome protein structures which contain your
genetic materials are also used to determine sex. There are specific chromosomes referred to as sex chromosomes, which marks a person’s biological sex. An
individual with a set of XY sex chromosomes are said to be a male, while an individual with a set of XX sex chromosomes is said to be female. The level of some
hormones and chemicals in our body that are responsible for sustaining bodily processes are also used as markers. For example, human males tend to have
higher levels of testosterone, which is associated to sex drive and aggression. On the other hand, human females tend to have higher levels of estrogen and
progesterone, which are associated with lactation, menstruation, and other female reproductive function.

GENDER
However, humans are meaning-making organisms. Our ability for higher order thinking and our tendency to create social norms, allow us to attach social and
cultural meanings to things, including our sex. For example, males are typically expected to be masculine and females are expected to be feminine. Once
parents are aware of their child’s sex (male or female) during birth or through prenatal procedures such as ultrasound, they automatically attach social and
cultural meanings to their child’s sex and in doing so, they already set an expectation in terms of how their child should behave and how they should their child.
This social dimension of one’s sexuality is referred to as gender.
There are many ways through which gender is manifested. As soon as a new baby arrives in the family, adults surrounding the baby manifest their social
interpretation of the baby’s sex by the colors assigned to the baby. For example, it is common for families to buy blue apparels and toys when the baby is a
male, as the color blue is associated with boyhood. Conversely, female babies are often assigned the color pink because the color is associated with girlhood.
Remarkably, the moment a baby is born, the name, toys, and apparels are picked by parents and relatives based on their interpretation of the baby’s sex.
Throughout childhood and adolescence, this assignment becomes more complex as the expectations go beyond the kind of clothes worn, but also in terms of
how the person must or must not behave. There are sets of behaviors that all female individuals must follow and so with the male individuals, and all are
expected to stick to these behaviors that are aligned with their biological sex. This phenomenon of determining the normality of a behavior based on whether it
conforms or not to be expectations relative to one’s biological sex is referred to as heteronormativity. In the Filipino culture, girls are expected to have certain
characteristics of being gentle, caring, and loving while boys are encouraged to be strong, rough, and assertive. These expectations also extend to how men and
women are expected to behave, the college courses they take, and the jobs they apply to. However, there are people who do not follow culturally-accepted
standards of masculinity and femininity like girls not wanting to wear dresses and boys not wanting to paly rough sports. This is natural variation of the human
gender expression. Social and cultural practices change through time. Just 60 years ago, women could not wear pants without social disapproval, and now
wearing pants is already an accepted fashion trend among people of different genders. How we express our gender is largely based on our social and cultural
setting. Most are comfortable with their sex and gender; men who are masculine and women who are feminine. Each culture also has different standards on
how to be a man and a woman and how they should present themselves according to their sex and gender.
GENDER IDENTITY
One important aspect of our gender is our sense of who we are: Do we see and experience ourselves as a man, a woman, or neither. This refers to our gender
identity. Typically, males are comfortable identifying as a man and females are comfortable identifying as a woman. However, there are cases wherein a
person’s biological sex does not align with one’s gender identity. People with this experience are referred to as transgenders, such as a male who does not feel
comfortable identifying as a man (transgender woman) or a female who is not comfortable identifying as a woman (transgender man). Transgender people may
undergo gender reassignment surgery to align their physical characteristics to their gender identity. However, due to many factors such as belief system,
culture, and economics, some do not opt for surgery.
SEXUAL ORIENTATION
Another aspect of our gender pertains to our emotional and sexual attraction to a person. This aspect refers to our sexual orientation. According to Psychological
Association of the Philippines, typically at ages 6 or 8, we experience or develop attraction to other people. By adolescence, we already know who we are
attracted to and would experiment through dating and relationships. Everyone’s sexuality is different and deeply personal. Our capacity for emotional and sexual
attraction is diverse and complex, but there are few common terms or labels for us to use.

● Heterosexuals “Straight”- People who are attracted to the opposite sex.

● Homosexual “Gay or Lesbian”- People who are attracted to people of the same sex.

● Bisexual or “bi”- People are attracted to both sexes, male or female.

● LGBT refers to the lesbian, gay, bisexual, and transgender community.

APPRECIATING DIVERSITY
According to the American Psychological Association (APA), nature and nurture play a complex role in shaping our sexual orientation. Homosexuality and
heterosexuality are part of the human sexuality and is a large part of the human experience. Identifying as a heterosexual, lesbian, bi, gay, or transgender is a
deeply personal process, so it may be more difficult for others to ‘come out’ or for them to become comfortable enough with their sexuality that they feel safe to
share it with other people. For others, it comes early in adolescence while for some, it may take time to understand and discover themselves. According to the
American Psychological Association of the Philippines, “we can only truly tell if the person is gay, lesbian, or bisexual if the person shares with us his or her
experiences and feelings of attraction towards them. “That is why it is important for everyone to feel safe as they share their sexuality since it is a personal and
sensitive topic. We can do that in an environment wherein we do not feel judged and discriminated upon. People who experience prejudice and discrimination
suffer negative psychological effects (APA), so we must work towards an inclusive environment where everyone feels safe.
SUMMARY
The complexities of human sexuality can be quite overwhelming. We need to look at our own experience on our journey of discovering our sense of being a man
and a woman for us to understand others. We also need to engage in conversations with others for us to appreciate the many different faces of human
sexuality. A baby is born and is given an assigned sex based on its genitals. In toddler years, they are raised to be a ‘man’ or a ‘woman’ based on accepted
social and cultural standards. We know that these standards change through time, what is not acceptable now may be acceptable in the future.
ASSESMENT
(additional instruction/updates will be posted in our FB Group chats)
1. Distinguish sex, gender, and sexuality and provide examples on how each is manifested in real life situations.
2. Use the Internet or any social media sites or look for books or articles dedicating their discussion on human sexuality. Write down an essay
comparing how these materials define sex, gender and sexuality.
Lesson 2:
GENDER, AND SEXUALITY ACROSS TIME
Lesson Objectives:
At the end of the lesson, you should be able to:
a. Discuss the historical roots of our understanding of gender and sexuality; and
b. Show appreciation of how this understanding evolved through time, affecting various aspects of human life.

Definition of terms:
Patriarchy — social system where men primarily hold power in the political
and the private spheres.
Feminism — continuing series of social movements that aim to challenge the
patriarchal society that creates these oppressive political structures, beliefs, and
practices against women.

INTRODUCTION
Society has progressed so much in a way that information and knowledge is available to everyone. This gives us an opportunity to examine our social and political
conditions in more detail than when information was scarce and limited to few individuals.
Historical accounts show that across time, humans ' conception of gender and sexuality has also changed. Archeological artifacts reveal that in the distant past,
during the dawn of civilizations, human societies have high regards for women. The concept of the Divine feminine (the sacredness of the woman due to her
ability to conceive children) has prevailed, and thus women are treated equally with men. This makes society’s egalitarian (men and women have equitable power
and roles.
However, humans' discovery of paternity (fatherhood/ role of the father in conception). Presumably during the Agricultural era, when societies began to establish
communities and tame rear cattle and stocks, have also changed how societies have viewed women and men therefrom.
For the longest time thereafter, societies have privileged men over other genders, mainly because of the preferential treatment given to them in the productive
sphere (world of public work). Women who have been revered due to their ability to conceive have been viewed as solely capable only of reproductive affairs
(world of home and related tasks such as suckling the young child rearing, and home management).

PATRIARCHY
Patriarchy is from the Greek word patriarchs which means “the rule of the father". It is a social system where men primarily hold power in the political and private
spheres. This means that in this social system, society is organized and maintained in a way that men rule over women and their children.
In the social, legal, political, and economic spheres, men are expected to lead while women are expected to obey and are relegated to house chores, bearing
children, and child care. A patrilineal society often follows a patriarchal society, this means only men can inherit property and the family name. Women are left
with no inheritance and are expected to marry a man who can support her economically.
In fact, women were not allowed to go to schools, or even vote, because they are viewed as a weaker sex and should not concern themselves with learning
science or politics. Women had to fight for the right to vote, to go to schools, to go to work, and even participate in politics. Patriarchy is viewed by most
sociologists as a social construct and not as a biological phenomenon. This is because history proves that in the prehistoric hunter-gatherer tribes and civilization,
they prioritized equality of all members, male and female. History suggests an egalitarian system rather than a patriarchal system. Men and women contribute to
society, and they enjoy the same social status.
Friedrich Engels, a German philosopher and sociologist, argues that patriarchy came about when people started having private property instead of a communal
living. The development in agriculture and domestication of animals led to creating product surplus which allows people to have private property. As a way to
control the excess wealth generated by this advancement, male dominance was asserted over women so only the male heir can inherit family wealth.
HISTORICAL VIEWS ON GENDER GREEK
● Aristotle, Plato, and other Greek philosophers viewed women as the emperor sex and are properties of men whose only job was to obey their
husbands, bear children, and take care of the household. They were forbidden to learn philosophy, politics and science.

EGYPT
● Herodotus, a Greek historian, observed the Egyptian civilization citing that Egyptian women enjoyed higher social status than Greek women
because they can inherit property and engage in trade in politics. However, Greek influence quickly spread in Egypt through the conquest of Alexander the Great
across Asia and Africa.
CHINA
● Confucianism has stringent written rules that dictate how women should conduct themselves. The written documents titled ‘’three ambience and
four virtues’’ and “precepts of women" states that women should obey their father, when marriage she is to obey her husband, and when widowed she is to obey
her son.
● Gendered biases in Ancient patriarchal societies were very strict, heavily enforced and often violent. Imagine not being able to go to school just
because you are a woman, not being able to express your opinion on important matters even when it concerns your future, and not being able to say no to
anyone.
● Women have come a long way since the ancient times through the feminist movement, however, patriarchy has taken on subtle forms of
oppression that often go a notice such as;
✔ Sexism- Prejudice, stereotypes, and discrimination based on sex;

✔ Gender Pay Gap- men earned more than women

✔ Underrepresentation in politics, military, executive position, etc.

✔ Rape on women and the stigma making women ashamed to report the crime

✔ Very conservative expectation on how they behave

✔ Unrealistic depictions of women in fiction, often very sexualized

✔ Women do more housework and childcare

✔ Boys were trained to be leaders while women well trained to do house chores

Women Empowerment
Women’s liberation movement, women movement, or feminism is a continuing series of social movements that aim to challenge the patriarchal society that
creates these oppressive political structures, beliefs, and practices against women.

● In France, Simone de Beauvoir wrote a book titled “The Second Sex” in 1949. It outlined how the patriarchal society disadvantaged by slowly
raising her into submission and hindering her productivity and happiness by relegating them to cleaning. This inspired many women to write and speak their
truths, such as Betty Friedan (The Feminine Mystique, 2963) Kate Millet (Sexual Politics, 1969), and Germaine Greer (The Female Eunuch, 1970). Beauvoir’s book
was instrumental in awakening women about their plight as the” wife servant” to their husband in her famous quote” one is not born, but rather become, a
woman”
● Le Mouvement Liberation des Femmes or the women’s liberation movement was formed in Europe and they sought the two educations, right to
work, and right to vote in the 1940’s Later, they also won women’s right to decide on their own bodies and their sexualities. This liberation movement views the
inter sectionalist of economic status or class patriarchy.
● Inspired by Beauvoir’s book second wave feminism in 1960’s through 80’s, women drew attention to various social and cultural inequalities such
as domestic violence especially marital rape, reproductive rights, wage inequality, and etc. the 90’s gave birth to the 3rd wave and 2012 started the fourth wave.
These movements only show that there is still much to be done for women’s rights.
To put simply, feminism demands equality. Here are a few salient points that feminism demands.
1. women suffrage- women or were not allowed to vote before because they were viewed as irrational and temperamental and therefore, not able to make
rational decisions. these changes after world war I (1914-1918) where women were uprooted from the household. They took on jobs and made significant
contributions to their country. Many counties soon started letting women vote since they can no longer argue that women are “irrational and temperamental”.
2. Equality in politics and society – for hundreds of years, women ‘s voices were silenced, so society must make an effort to restore their rights. Representation is
very important for women, so that their genuine concerns are heard in politics and in society. Feminists have always criticized that old, privileged men always
make the decisions for women at home and in politics
3. Reproductive rights means the woman is in control of her body, and she can decide for herself on what she sees as best for her. Contraception, abortion, and
other reproductive options should be available to women because it is their body.
4. Domestics violence – such as marital rape and physical abuse are often dismissed by society as parts of a “marriage”. Although we have RA 9262 or Anti
Violence against Women and their Children, our culture still dismisses such incidents as “Away Mag- mag asawa “.
5. Sexual Harassment and sexual violence they Center of Women’s Resources in the Philippines estimates that one woman or child is raped every hour mostly by
someone they know.
6. Others rights include the right to divorce their husbands, the right to make decisions on her pregnancy, equitable wages, and equal employment opportunity

SUMMARY
Recognizing patriarchy in the simple things we do is very important for us to identify these instances so we can change it. Even the simplest acts that are
seemingly harmless can be analyzed and seen as a way to force women into submission and compliance. That is the power of putting labels on oppressive acts,
and you can call it out and stop it. Feminism gained women access to education, right to vote, right to work, take control of their reproduction, and the right to
say no instead of just obeying. However, there is still much to be done for gender equality. You can help in making the world a better place for women by
learning to respect and recognizing that women deserve the same rights as men-that-women are not to be treated as the weaker sex or the submissive sex, but
rather as an equal. Also, use gender neutral language that is not sexist: humanity instead of mankind, the unsteady of he, to emphasize inclusion. You can also
counter gendered metaphors by vocally criticizing its oppressive nature such as: the aggressive sperm and the passive e.g., babae kase, lalake kase, etc. You can
also advocate for laws and policies that would empower women. You do not have to be a woman to understand that everyone must be treated with the same
respect and that everyone is free and equal in dignity and in rights.

ASSESSMENT
(additional instructions/updates will be posted in our FB group chats)
1. Create a collage showing the progression of human understanding and attitude of gender and sexuality in modern societies.
2. Using your social media accounts, Interview people from different age groups (adolescent, adult, elderly) and ask them what they can think of when they hear
the words gender and sexuality. Ask them what influenced them to have these thoughts?
LESSON 3
GENDER AND SEXUALITY AS A SUBJECT OF INQUIRY
Lesson objective:
When you finish reading this chapter, you should be able to:
a. Define gender studies;
b. Discuss its historical origins; and
c. Explain its importance in society.

Definition of Terms:
Gender Studies – a field of study concerned about how reproductive roles are
interpreted and negotiated in the society through gender.
Social Research – the process of investigating social realities
Research Approach – the orientation in understanding social realities. This can be
qualitative (deductive) or both.
Ethics in Research – these are consideration in conducting research to make sure that
Introduction
Gender seems so obvious and so simple; many would ask why have to study it. Well, gender studies as an area of knowledge, is about looking into, analyzing
and examining society so that we
notice power relations in the seemingly “simple things”. It helps us see the issues in our everyday lives
through a different lens. The goal of this lesson is to define and appreciate gender studies. Gender is a big part of our individuality and society; it is a form of
social organization, and it is often unnoticed. In different cultures and different times in our history, gender roles played a big part of social organization. Gender
studies emerged from the need to analyze how gender, sex, and sexuality impact our lives, especially how it creates gender inequality. It came about in the mid
1970’s after the second wave of feminism as a way to challenge the male-defined and male-centered knowledge.
Gender role or sex role are “sets of culturally defined behavior such as masculinity and femininity” according to the Encyclopedia of Sex and Gender (2019).
These roles are not fixed such that the “culturally defined behaviors” for men and women may be very different 50 years ago or very different for people from
other countries of tribe. In a binary system of viewing gender roles, we only see the male and female where men are expected to be masculine while women are
expected to be feminine. This is the norm or the accepted standards of how to behave like a woman (mahinhin) or how to behave like a man
(matipuno/matapang). In gender studies, we are asked to disrupt and question these kinds of social expectations, gender roles, and gender norms.
Gender studies is not just for women or all about women, it is about everyone. It explores how our gender roles have change throughout our history
and how it created inequalities. One hundred
years ago, women were not allowed to study at universities since their role was only restricted to domestic or the household. This repressed women’s potential
in shaping the social and political landscape in the past, but it also placed the burden on the men to provide for the whole family.
Our society has changed so much since then; the jobs available for everyone are not so much dependent on physical strength, making these jobs accessible to
women as well. Most mothers also have a job now, so they also provide for the family. Gender studies would ask us to question, is it still right to say that the
men are the providers of the family when both mothers and fathers now work and earn money.
Diversity and Inclusion
Gender roles are socially constructed and are not something that we are “born with”. Society, through a lifelong process of normalization, encourages or
reprimands behaviors so as to make a child adapt to these social expectations.
A young boy is always encouraged to be brave, to play rough, to be loud, and to not show signs of weakness such as crying. A young girl is discouraged from
playing rough and being loud, instead they are reprimanded by parents, relatives, friends, or anybody that they interact with. That is how gender norms are
forced upon an individual, a lifelong process of normalization.
Lesbian, gay, bisexual, and transgender people often do not fit in the traditional binary gender roles so they are often reprimanded, bullied, and discriminated
against. They are often subjected to violence and hate just because they do not fir in what society calls “normal”.
Gender studies let us analyze the creation and maintenance of these gender norms so that it does not create inequalities in our social, political, and economic
spheres.

GENDER STUDIES AND RESEARCH

As a subject of inquiry, Gender Studies utilizes a systematic approach in identifying problems, making hypotheses and assumptions, gathering data, and making
conclusions. This systematic process is referred to as the research process.
Approaches in Research
Since Gender and Sexuality cuts across a variety of issues that could be biomedical, psychosocial, or political-legal, there is no singular way in conducting the
research process. There are however a variety of approaches which can be used.

Qualitative approach
Focuses more on the meanings created and interpretations made by people about their own personal or vicarious (observed) experiences. For example, if you
want to know how women, men, or LGBTQ+ live their lives on a daily basis and how they make sense of their lived experiences, then the qualitative approach is
fitting. Some of the methods used in the qualitative approach are as follows:

● Phenomenology – conducting intensive interviews with individuals who have experienced a particular event and understanding their “lived
experience”;
● Hermeneutics – understanding the meaning of texts (literary works, art works) and what they convey about human realities; and

● Ethnography and ethnomethodology immersing in a community and taking note of their experiences, beliefs, attitudes, and practices.

Quantitative approach
on the other hand, focuses more on characterizing a population (total number of individuals in a group) or a sample (a sub-group within the population), and in
some cases, making generalizations about the population based on the behavior of a sample. For Instance, if you want to know how many Filipino adolescents
are engaged in a romantic relationship or how many of them still believe in marriage, then a quantitative approach is appropriate. Some of the methods used in
the quantitative approach are as follows:

● Survey – collecting information from a sample; and

● Experiment – creating actual set-ups to observe behavior of people in an experimental group (a group receiving treatment such as training or a
new experience) and comparing it to the behavior of people in a control group (a group without any treatment).In most cases, information from both qualitative
and quantitative approaches provide a holistic view about certain social realities, such that there are researches who prefer to use mixed methods (combining
qualitative and quantitative methods to derive date from multiple sources).
Ethics in Gender and Sexuality Research
There are some principles to remember in conducting gender and sexuality research. These principles are referred to as ethical principles because they make
sure that people involved in the research are protected from harm. Ethics is a prerequisite to a properly conducted study. The following are the principles to
remember:
● Informed consent – Researchers should make sure that the participants in the study are aware of the purpose and processes of the study they are
participating in. They should also ensure that only those participants who agree (in writing) will be included, and that they shall not force any participant to
join.
● Confidentiality and anonymity – Researchers should not reveal any information provided by the participants, much so, their identity to anyone who is not
concerned with the study. All data gathered from surveys or interviews should also be placed in a secure location of the filling system.
● Non-maleficence and beneficence – A study should do no harm (non-maleficence) to anyone. Especially in research involving humans, a study should be
beneficial (beneficence) for it to be worth implementing.
● Distribute justice – Any study should not disadvantage a particular group, especially the marginalized and the oppressed (e.g., poor people, women,
LGBTQ+, the elderly). The benefits of a study should be for all.
GENDER, SEXUALITY, AND HUMAN ECOLOGY
Human Ecology, as a field, recognizes the interplay among internal and external environments – physical, socio-economic, cultural (Bronfenbrenner 1994; Bulbolz
and Sontag 1983). Hence, to look at realities from an ecological perspective is to appreciate that human development across lifespan is influenced by these
environments. In the context of gender and sexuality, a human ecological approach looks at human sexual lives and experiences at various levels and spheres of
analysis. First, it sees gender and sexuality as an organismic and personal experience
SUMMARY
Gender, being male or female, has socially constructed meanings, and it is different in every culture and may change with time. It is important to analyze how
society enforces gender roles on everyone so we can further understand how power relations in gender roles can limit an individual’s freedom and promote
inequality. To help us have a holistic view, we need to use frameworks and methods from different disciplines psychology, sociology, medicine, and law- among
others. This book will provide you with sufficient theoretical and practical perspectives, so you can understand gender and sexuality.
Lesson 4 MODULE
MIDTERM
ANATOMY AND PHYSIOLOGY OF REPRODUCTION
Lesson Objectives:
When you finished reading this chapter, you should be able to:

● Differentiate the female and the male reproductive systems; and

● Understand the basis for physiologic processes in females and males.

Definition of Terms:
INTRODUCTION
Humans experience various physical and emotional changes from childhood to adulthood. These changes are gradual and progress at different ages and speed
in different people. These stages are based on human growth and development from childhood, adolescence, adulthood, and old age.

This chapter focuses on the adolescent stage of human development, which is characterized by dynamic changes in physical and behavioral traits. Despite
differences in physical appearance, the sexual organs of men and women arise from the same structures and fulfill similar functions. Each person has a pair of
gonads: ovaries are female gonads; testes are the male gonads. These gonads produce germ cells and sex hormones. The female germ cells are ova(egg) and
the male germ cells are sperms. Ova and sperm are the basic units of reproduction; their union can lead to the creation of a new life.

THE BIOLOGICAL FEMALE

Anatomy the study of body structure in relation to body parts. The female sexual anatomy is designed for the production and fertilization of ovum, as well as
carrying and delivering infant offspring. Puberty signals the final development of primary and accessory organs that support reproduction.
A. The female external genitalia consists of the following:

● Vulvan - all the external genital structures taken together;

● Mons Veneris - pads of fatty tissue between pubic bone and skin;

● Labia Majora - outer lips surrounding all other structures.

● Prepuce - clitoral hood (foreskin above and covering clitoris);

● Clitoris - glans (head). Shaft, and crura (root), the clitoris is particularly sensitive to stimulation;

● Labia Minora - inner lips surrounding the vestibule were sweat and oil glands extensive
blood vessels, and nerve endings are located;
● Vestibule - area surrounding the urethral opening and vagina, which is highly sensitive with extensive blood vessels and nerve endings;

● Urethral Opening - end of the tube connecting to bladder and used for urination;

● Vaginal Opening - also called introitus; and

● Perineum - area of skin separating the genitalia from the anus; distance is less in females than males.

B. The female internal reproductive structures consist of the following as described and shown below:
● Vagina- collapsible canal extending from vaginal opening back and upward into body to cervix and uterus. During arousal, it is engorged with
blood. This aids its expansion and

● triggers the release of lubricants from vaginal mucosa;

● Cervix- small end of uterus to which vagina leads. It is the opening in cervix leading to interior of uterus;

● Uterus- Womb, organ within pelvic zone where fetus is carried;

● Fallopian Tubes- carry egg cells from ovaries to uterus, this is where fertilization occurs; and

● Ovaries- produce estrogen and progesterone. Estrogen influences female sex characteristics and initiates the menstrual cycle. Progesterone aids
in regulation of menstrual cycle and promotes mature development of uterine lining to allow for zygote implantation. Also produce ova, egg cells, and bring
them to maturity. As many as 1 million immature ova are present at birth, with about 400,000 surviving to puberty. Of these, only about 400-450 are typically
brought to maturity and released into the fallopian tubes.
Puberty
The menstrual cycle marks the beginning of puberty in females. The first episode occurs between 11 to 15 years of age referred to as menarche. Menstruation
pertains to the sloughing off of the uterine lining if conception has not occurred. It may last within two to six days which follows a cycle ranging from 24 to 42
days. Regardless of the length of the cycle, menstruation begins about 14 days after ovulation (plus or minus one to two days). The overall cycle is governed by
the hypothalamus as it monitors hormone levels in the bloodstream. It involves changes in the endometrium in response to the fluctuating blood levels of
ovarian hormones.
Menstrual phase
This occurs if the ovum does not implant itself into the uterine lining. The continued high levels of estrogen and progesterone causes the pituitary to stop
releasing follicle-stimulating hormone (FSH) and luteinizing hormone (LH). Estrogen and progesterone levels decrease causing the endometrium to be sloughed
off, and bleeding ensues. It is during this time that ovarian hormones are at their lowest levels.
Proliferative phase
It occurs when the hypothalamus stimulates the pituitary gland to release FSH that stimulates the ovaries to produce estrogen and causes ova to mature in the
ovarian follicles. Endometrium is repaired, thickens, and becomes well-vascularized in response to increasing levels of estrogens.

Secretory Phase
It occurs when the pituitary gland releases LH that causes the ovary to release a mature ovum and causes the remaining portion of the follicle to develop into
the corpus luteum. The corpus luteum then produces progesterone. Endometrial glands begin to secrete nutrients, and lining becomes more vascular in
response to increasing levels of progesterone.
Problems associated with menstruation include premenstrual syndrome (PMS) (80-95% of women experience), dysmenorrhea (painful menstruation caused by
overproduction of prostaglandins, causing the uterine muscles to contract), and amenorrhea (disruption or absence of menstruation). All of these involve the
fluctuation of hormone levels associated with menstruation.
At menopause (usually around age 45-50), a woman stops menstruating as ova are no longer brought to maturity. During the three to four years of this
transition women may experience hot flashes, night sweats, sleep disturbances (resulting in fatigue, irritability, short-term memory loss, difficulty concentrating),
headaches, anxiety, depression, and difficulty of becoming sexually aroused.
Female secondary sexual characteristics emerge after puberty:
1. Widening of hips and pelvis- accommodates giving birth, but also results in downward shift in center of gravity.
2. Enlargement of breasts- at puberty, both the glandular and fatty tissues of the breasts develop considerably. Differences in breast size between women are
primarily due to differences in the amount of fatty tissue. It is also not uncommon for one of a woman’s breasts to be slightly larger than the other. The
glandular tissue of the breasts responds to sex hormones, and the breasts are involved in a women’s sexual arousal. The glandular tissue produces milk toward
the end of pregnancy and after childbirth in response to hormone levels

More female characteristics:

Generally shorter than men;
Greater proportion of body weight composed of
fat than men;
two X chromosomes reduce expression of many
sex-linked conditions; and
lower mortality rate at every age and longer
projected lifespan than men.

B. The male internal reproductive organs:

● Testes – produce androgen, particularly large quantities of testosterone, which greatly influence male development and drive sexual motivation;
also produce sperm cells in virtually unlimited quantity over the entire course of the lifespan;
● Vas Deferens – travels from testicle toward urethra carrying sperm;
● Seminal Vesicles – two glands that produce alkaline fluid rich in fructose sugar, comprising some 70% of semen volume. Alkaline nature may
stimulate sperm to start self-propulsion and sugar may provide sperm nutrients. Ducts carry fluid and connect with vas deferens forming ejaculatory ducts;
● Ejaculatory Ducts – connect vas deferens to urethra;

● Prostate –gland producing alkaline secretions that account for about 30% of semen volume. Alkaline nature may help counteract otherwise,
acidic environment of urethra and vagina making them more hospitable for sperm. Fluid passes through a series of ducts along wall of urethra; and 23
● Urethra – tube within penis that carries sperm and semen the rest of the way to the opening of the penis.

More Male Characteristics:

Generally taller and greater proportion of body
weight composed of water;
Proportionately larger heart and lungs, presumably
to handle greater blood fluid volume;
Exposure to greater levels of testosterone resulting
in heavier body and facial hair, but also increased
frequency and degree of baldness; and
Single X chromosome resulting in sex-linked
conditions such as color blindness and hemophilia.

SUMMARY
Humans experience various physical changes from childhood to adulthood. The adolescent stage is characterized by dynamic changes in physical and behavioral
traits. Despite differences in physical appearance, the sexual organs of men and women arise from the same structures and fulfill similar functions. Each person
has a pair of gonads: ovaries are female gonads; testes are male gonads. The gonads produce germ cells and sex hormones. The female germ cells are ova
(egg) and the male.

ASSESSMENT
(additional instruction/updates will be posted in our FB Group Chats)
1. Compare and contrast the male and the female genitalia.
2. Draw a mind map showing the progression of the male and female from birth, puberty, and adulthood.
MODULE
SEMI-FINAL
Lesson 5

Political-Legal Perspective
in Gender and Sexuality
MODULE
FINAL

LESSON 6
GENDER AND ACTIVITISM
LESSON 7
GENDER AND LABOR
LESSON 7
GENDER AND MEDIA
LESSON 8
GENDER AND OTHER CROSS-
CUTTING ISSUES
(EDUCATION, GENERAL HEALTH, &
MENTAL HEALTH)